Implicit Science attitudes & sterotypes: Changes in STEM education gender gap

描述（由申请人提供）：科学和隐性（不太自觉）的态度和对科学的刻板印象如何导致科学，技术，工程和数学（STEM）领域的性别差距？拟议的工作借鉴的调查结果表明，1。认为科学是一个孤独的奋进似乎阻碍妇女进入STEM领域; 2。男性和数学之间有较强关联的女性不太可能计划继续学习数学，并且在成就测量方面的表现比这种关联较弱的女性更差; 3.含蓄的态度和陈规定型观念并非一成不变。它探讨了如何改变人们如何看待科学的性质可能会影响内隐的科学态度和刻板印象和STEM追求。反过来，这些数据将揭示内隐认知的变化如何转化为女性在STEM领域的更多参与。使用相关性，实验和纵向的方法，拟议的工作使用的措施，内隐认知，以解决以下问题。1.人们是如何含蓄地赞美科学的？前两项拟议的研究考察了人们是否隐性地将科学视为一种单独的活动而不是协作活动。2.把科学描绘成合作能改变这些传统吗？如果是这样，对女性的隐性科学刻板印象和态度以及STEM追求有什么影响？在最后三项研究中，我预测，将科学描绘成一个合作的联合企业将削弱人们将科学与男性联系在一起的强烈趋势，将导致对科学的更积极的隐性评价，并将增加女性追求STEM的计划。3.改变内隐态度和刻板印象的后果是什么？这项工作整合了两个独立但成熟的文献：内隐认知预测行为，它们是可塑性的。我预测，这些干预措施导致的内隐认知的变化将通过以下两种机制转化为科学参与的变化。首先，对科学的固有成见、态度和观念的改变将导致继续从事科学的计划的改变。第二，内隐态度的改变会减弱内隐刻板印象的影响，态度的改变为内隐刻板印象提供了缓冲。 公共卫生相关性：通过关注人们如何看待科学的过程（无论是孤独的还是合作的），这些研究采取了一种新的方法来理解科学和数学中的性别差距。因此，他们有潜力改变教学策略，让学生参与科学和数学，并最终提高美国科学劳动力的能力。此外，对意识较弱的思想和行为形式的关注可能会阐明改变内隐认知的新的潜在过程和后果，这反过来又可以转化为对广泛领域行为变化的干预。

DESCRIPTION (provided by applicant): How do construals of science and implicit (less conscious) attitudes and stereotypes about science contribute to the gender gap in science, technology, engineering and mathematics (STEM) fields? The proposed work draws on findings showing that 1. Beliefs that science is a solitary endeavor seem to impede women's entrance into STEM fields; 2. Women with stronger associations between male and mathematics are less likely to plan to continue in math and perform worse on achievement measures than women with weaker such associations; and 3. Implicit attitudes and stereotypes are not impervious to change. It explores how changing the nature of how people construe science may affect implicit science attitudes and stereotypes and STEM pursuit. In turn, these data will shed light on how changes in implicit cognitions can translate into greater participation by women in STEM fields. Using correlational, experimental, and longitudinal approaches, the proposed work uses measures of implicit cognitions to address the following questions. 1. How do people implicitly construe science? The first two proposed studies examine whether people implicitly view science as more of a solitary than collaborative activity. 2. Can portraying science as collaborative change these construals? If so, what are the consequences on women's implicit science stereotypes and attitudes, and STEM pursuit? In the final three studies, I predict that portraying science as a collaborative, joint enterprise will attenuate the robust tendency for people to associate science with male, will lead to more positive implicit evaluations of science, and will increase women's plans to pursue STEM. 3. What are the consequences of changing implicit attitudes and stereotypes? This work integrates two independent but well-established literatures: Implicit cognitions predict behavior, and they are malleable. I predict that changes i implicit cognitions as a result of these interventions will translate into change in science engagement via the following two mechanisms. First, changes in implicit stereotypes, attitudes, and construal's of science will lead to changes in plans to continue in science. Second, changes in implicit attitudes will attenuate implicit stereotypes' effects, such that attitudinal changes provide a buffer against implicit stereotypes. PUBLIC HEALTH RELEVANCE: By focusing on how people perceive the process of science (as either solitary or collaborative), these studies take a new approach to understanding the gender gap in science and mathematics. Consequently, they have the potential to transform pedagogical strategies for engaging students in science and mathematics, and, ultimately, to increase the capability and capacity of the American scientific workforce. Additionally, the focus on less conscious forms of thought and behavior may elucidate novel underlying processes and consequences of changing implicit cognitions, that in turn, can be translated into interventions into behavioral change in a wide range of domains.